Publication: Aprender con problemas: un enfoque contextualizado y socializado del conocimiento
Authors
García Olalla, Lola ; Camps Llauradó, Cori
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
El estudio que presentamos se centra en la utilización
del ABP (Aprendizaje Basado en Problemas), que articula
dos asignaturas cuatrimestrales: Desarrollo Socioafectivo y
Desarrollo Psicomotor. Concluimos que la metodología ABP
favorece el aprendizaje significativo, aprender a trabajar
en grupo, resolver problemas de forma cooperativa, y
la conexión entre la formación teórica y los contextos de
actuación profesional. El aprendizaje cooperativo favorece
la dinámica de trabajo en equipo, la responsabilidad
personal y el desarrollo de estrategias de colaboración,
y de competencias sociales como aprender a escuchar,
respetar las opiniones de otros, organizar el trabajo, debatir
y llegar a consensos, saber expresarse y exponer opiniones,
o empatizar.
The study presented focuses on the use of PBL (Problem-based Learning) on which two fourmonth courses, Socio-affective Development and Psychomotor Development, are based. We conclude that the PBL methodology favors significant learning, learning how to work in a team, cooperative problem solving and the connection between theoretical training and contexts of professional activity. Cooperative learning promotes the dynamics of teamwork, personal responsibility and the development of collaboration strategies. In addition, it contributes to develop skills such as learning to listen, to respect other people’s opinion, to organise the tasks, to discuss and reach an agreement, to express oneself and to put forward opinions as well as to empathise.
The study presented focuses on the use of PBL (Problem-based Learning) on which two fourmonth courses, Socio-affective Development and Psychomotor Development, are based. We conclude that the PBL methodology favors significant learning, learning how to work in a team, cooperative problem solving and the connection between theoretical training and contexts of professional activity. Cooperative learning promotes the dynamics of teamwork, personal responsibility and the development of collaboration strategies. In addition, it contributes to develop skills such as learning to listen, to respect other people’s opinion, to organise the tasks, to discuss and reach an agreement, to express oneself and to put forward opinions as well as to empathise.
publication.page.subject
Citation
Revista interuniversitaria de formación del profesorado, V. 22(3), N. 63, 2008
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/